Definition and Examples of Periphrastic Constructions

In English  grammar, a periphrastic construction  (pronounced per-eh-FRAS-tik) is one in which an independent word or multi-word expression has the same role as an inflection, such as the use of the auxiliary will with another verb to form the future tense. Periphrasis in the grammatical sense is a back-formation from the adjective periphrastic. There is also a rhetorical and stylistic sense of the term periphrasis. Examples and Observations A tense is inflectional if it is realized as an affix on a head (in English, a verb), periphrastic if it is realized as an independent word. Thus the English past is inflectional, but the future is periphrastic, co-opting the modal will.​  (Jeremy Butterfield, The Arguments of Time. Oxford University Press, 2006)The roots of the periphrastic forms for the future, perfect, and pluperfect can be found as early as Old English. These were established in Middle English, although the simple present and preterite forms were still possible in some contexts in which Present-Day English would use periphrastic constructions.  (Matti Rissanen, Syntax, Cambridge History of the English Language, Vol. 3, ed. by Roger Lass. Cambridge University Press, 2000) Comparison of Adjectives: Inflected and Periphrastic Patterns There are two patterns of comparison of adjectives, the inflected and the periphrastic. The inflected pattern adds -er to the positive degree: small becomes smaller, happy becomes happier. To form the superlative degree, it adds -est: smallest, happiest. The periphrastic pattern uses the adverbial intensifiers more and most: the comparatives of beautiful and ostentatious are more beautiful and more ostentatious; the superlatives are most beautiful and most ostentatious. The generalizations that seem to account for whether we choose the inflected pattern or the periphrastic are these: (1) most one- and two-syllable adjectives use the inflected pattern; (2) adjectives of three and more syllables almost always use the periphrastic; (3) the higher the frequency of two-syllable adjectives, the more likely they are to inflect for comparison; (4) the periphrastic more and most may on occasion be used with any one-syllable or high-frequency two-syllable adjective, e.g., more dear, most happy .​  (Kenneth G. Wilson, The Columbia Guide to Standard American English. Columbia University Press, 1993) The Periphrastic Possessive To attribute possessiveness to inanimate objects we generally use the periphrastic possessive, that is a prepositional phrase (beginning with a preposition and followed by a noun). For the inanimate examples, we might expect the following: The expense of getting wool down to the side of the ship would eat up the farmers profits.The director of the clinic made no bones about the underlying problem.After spending some months in a rather depressing Convalescent Home, I was given sick leave for a month. (Bernard ODwyer, Modern English Structures: Form, Function, and Position. Broadview, 2006) The Evolution of Periphrastic be going to We will describe a recent English change, the rise of periphrastic be going to ... In the periphrasis stage, a periphrastic construction is employed for a particular function. In the case of the English future, a combination of a motion verb (go) and a purpose clause (to infinitive) is employed for a future function. This stage is motivated most likely to avoid misunderstanding, although expressiveness is also sometimes invoked. . . . The construction be going to probably spread from the closely related meaning of a motion event undertaken with an intended future outcome (the purpose clause). In the fusion stage, the periphrastic construction becomes a fixed, distinct, independent construction employed specifically for the function in question. . . . This stage has clearly occurred with future be going to: it is fixed in the use of the specific verb go and the present progressive form. Finally, erosion occurs: as the construction becomes entrenched, it is phonologically and morpholo gically reduced . . .. The future be going to has commonly be reduced to the contracted form of be plus the reduced unit gonna.​  (William Croft, Evolutionary Models and Functional-Typological Theories. The Handbook of the History of English, ed. by Ans van Kemenade and Bettelou Los. Wiley-Blackwell, 2009)

Psychological Analysis and History of Richard Trenton Chase

Psychological Analysis and History of Richard Trenton Chase The Killer – Introduction Richard Trenton Chase, known as the â€Å"Vampire of Sacramento† and the â€Å"Dracula Killer, † was easily one of the most brutal serial killers in American history. His disturbingchildhood lead to even more disturbing behavior during his childhood and adolescence,eventually becoming a sadistic and psychotic adult. As serial killers go, he is a trifecta of nightmarish behavior – from cannibalism and mutilation, rape and necrophilia, to attacking people in their homes out of the blue, he is the kind of killer that one think s of as â€Å"a monster.† The type that makes one lock their doors – and indeed, he once claimed that he entered homeswhere door were unlocked because he viewed it as an invitation.Below, his background and psyche will be picked apart so that his erratic and senseless behavior can be better understood. To do this, one must start at the very beginning, and followthrough until the end – his apprehension and time in incarceration. His methods and MO are veryuncommon, and thus require a more detailed and personalized analysis. Childhood and Family History Richard Trenton Chase was born to a mentally-ill mother on May 23d of 1950, in SantaCruz, California (Storey, Strieter, Tarr, Thornton, 2005). His father was alcoholic and strictlyauthoritarian in him parenting methods, and was confrontational with his wife. The two wereknown to be constantly at odds (Ramsland, 2011). By 12,Show MoreRelatedHow Serial Killers came to be Essay1921 Words   |  8 Pagespaper will seek to provide the readers with an explanation of how serial killers came to be and how they are portrayed in the media. Several serial killers have a definitive and common personality profile. Almost every major social, biological, psychological behavioural influence that has been seriously suggested as playing a role in causing crime has been thoroughly thought as potentially contributing to the behavior of serial killers (Levin, 2008). The time period and amount of killings fluctuateRead MoreRastafarian79520 Words   |  319 Pagesthrive This page intentionally left blank Foreword One of the most useful things about Ennis Edmondss Rastafari: From Outcasts to Culture Bearers is that it correctly traces the connection between the emergence of Rastafarianism and the history of resistance and black consciousness that has been part of the Jamaican experience for years. The truth is that there has always been a committed Jamaican counter- culture that celebrates and sees redemption in Africa and rejects the European values

Community Health Nurses Strategies and Free Sample

Question: How can community health nurses apply the strategies of cultural competence to their practice? Provide at least one example from each of the following four strategies: cultural preservation, cultural accommodation, cultural repatterning, and cultural brokering. What is a possible barrier to applying the strategy/example chosen? Answer: Strategies Of Cultural Competence In Nursing Cultural competence plays an important role in nursing practice. In order to address the cultural issues and needs of multicultural society, nurses must strive to be culturally competent in their profession (Whitfield, 2013). The community health nurses can apply the strategies of cultural competence to their practice by adopting community participatory practice based approach. This can help the nurses to develop and adopt the knowledge of the culture, tradition, strengths and history of culturally diverse communities. Also, nurses are able to better understand the cultural background of communities as well as the characteristics of individual or group. This practice can reveal important cultural aspects of diverse communities. Therefore, in recent society, implementation of health care practices with cultural competency is very much needful (Aponte, 2012). The following four strategies of cultural competence in nursing have been discussed: Cultural Preservation A nurse using cultural preservation supports the use of such cultural practices which are scientifically and methodically sound. Example: An Indian patient is about to go for a major heart surgery and patients family wants to gather near him to pray before he heads to operation theatre. Nurses role involve encouraging this kind of behaviour among them (Barbaran, 2011). Cultural Accommodation A nurse using cultural accommodation supports the use of such cultural practices which have proven to be not harmful. Example: It is believed that placing a key or some metal object on the navel of Mexican new born baby could promote healing and nurses allowing this harmless ritual practice cultural accommodation (Davis, 2012). Cultural Repatterning A nurse using cultural repatterning supports the use of such practices which helps the patient to change the cultural practices which are harmful. Example: A nurse needs to negotiate with the patient who is indulged in the use of herbs due to cultural values and restrain him from use of particular herbs that can cause adverse effects (Huber, 2009). Cultural Brokering A nurse using cultural brokering need to use his/her cultural and health science understandings as well as skills to negotiate with the patient and health care systems for an effective, beneficial and proper health care plan (Halabisky et al., 2010). Example: A nurse acting as culture broker is responsible to bridge the gap between patients of differing cultures. Possible barrier to applying the strategy/example chosen: The possible barriers that could arise in application of the above discussed strategies are cultural and linguistic barriers, cultural diversity and beliefs (Reimer et al., 2001). An example: encouraging women to attend free breast-feeding classes prior to delivery of new born baby and explaining them about possible health benefits associated with breast-feeding using Cultural repatterning and Cultural accommodation strategies of cultural competence. Such strategies employed by nurses encourages women to change such cultural practices which are harmful (cultural repatterning) and switch to using formula-feed milk which is considered to be the gold standard for infant feeding (cultural accommodation). References Aponte, J. (2012). Cultural Competency in Baccalaureate US Nursing Education. Holistic Nursing Practice, vol. 26(5), pp. 243-258. doi:10.1097/hnp.0b013e318263f2c9 Barbarn, F. (2011). Cultural Preservation Program for Alaska. Interchange, vol. 42(2), pp. 205-214. doi:10.1007/s10780-011-9155-2 Davis, C. (2012). Health care for homeless people: the role of emergency nurses. Emergency Nurse, vol. 20(2), pp. 24-27. doi:10.7748/en2012.05.20.2.24.c9104 Halabisky, B., Humbert, J., Stodel, E., Macdonald, C., Chambers, L., and Doucette, S. et al. (2010). Elearning, Knowledge Brokering, and nursing. Cin: computers, Informatics, Nursing, vol. 28(5), pp. 264-273. doi:10.1097/ncn.0b013e3181ec28b9 Huber, L.M. (2009). Making Community health care culturally correct. American Nurse Today, www.AmericanNurseToday.com Reimer, T.T. et al., (2001). Cultural Barriers to Care: Inverting the Problem. Diabetes Spectrum, vol. 14(1), 2001. Whitfield, J. (2013). Cultural Competency in Nursing Practice. Retrieved on 18th July, 2015 from https://online.ben.edu/blog/health/cultural-competency-in-nursing-practice

School is bad for Children

One of the institutes which has been given great attention in present times is the school which forms the core of the modern day educational system. This emphasis on schools has resulted in the formulation of laws which have made school attendance mandatory for children. Schools have been advertized as being the key to a high paying job and as such a brighter future. Such assertions have completely ignored the fact that one can have a bright future as well as a high paying occupation without the school system.Advertising We will write a custom essay sample on School is bad for Children specifically for you for only $16.05 $11/page Learn More In addition to this, the emphasis on schools fails to consider the fact that schools have many detrimental effects on children. This paper shall argue that schools are unnecessary to children since they result in the acquisition of vices and also result in a waste of time which would have been used in a more construc tive manner. To reinforce this assertion, this paper shall demonstrate the negative effects that schools have on children so as to demonstrate that schools are unnecessary for children. Argument against Schools School teaches children a lot of negative values which are detrimental to the well being of the society. Holt (1969, p.2) declares that in school, the child learns to be lazy, how to devise ploys for deceiving others into thinking that he/she is doing something useful while he is not, and how to cheat. This vices that the child acquires are as a direct result of school since the vices are developed as a coping mechanism to the educational institute. As the child tries to come up with the best ways to deal with the school system, these ills present the best means for coping with school which is mostly boring. While it would be of little concern if the child left his ills in school, this is not the case. The child continues practicing this vices through his/her adult life there fore making him less productive to the society. It is a fact that most children are not interested in school, as they do not see its relevance in their lives. These children only attend school since they are forced to do so by their parents or other authority figures in the society. Insisting that such children attend school through the compulsory school attendance laws leads to resentment by such students. Rustigan (2010) asserts that when students do not see the relevance of education, they engage in truancy and other vices and eventually drop out of school altogether. This is an assertion that is corroborated by Holt (1969, p.3) who claims that students even turn to drugs as a means of shielding themselves from the cold and boring environment to which they are exposed at school. School therefore leads to the creation of children who will later on be troublesome to the society. The productive life of an individual is greatly inhibited by schools. This is because schools lead to a situation whereby a person has to wait for many years before they can do anything productive for the society. This is because the schooling system is structured such that students have to spend a certain number of years; through kindergarten, grade school and then college.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More All this years could have been spent acquiring and perfecting skills which are needed by the society. Rustigan (2010) confirms that some blue-collar workers do not need the extensive schooling which is imposed on them to be competent in their jobs. All that such people need to be relevant in their professions is to be apprentices. Then they can learn under a master craftsman and become skilled productive members of the society. In a society that is continually striving to do away with segregation of its members, schools are guilty of furthering segregation in the society. This is espe cially so through the tracking system employed by schools through which students are separated according to some measure of cognitive ability. Schools which have tracking systems have been noted to exhibit an overrepresentation of minority students and low income earners in the low-achievers tracks. Hallinan (2006, p.310) notes that in schools in the United States, black students and students with Spanish surnames were overrepresented in the lower tracks. Schools therefore results in the conferring of privileges to students who hail from middle-class and wealthy backgrounds mostly at the expense of those from low-income earning groups. Schools are therefore detrimental to the goal of creating a harmonious society which is based on equality and non-discriminatory action. While the task that schools propose to undertake (that is teaching children) is indeed noble, schools are guilty of not teaching children things that are necessary to make them useful members of the society. Holt (19 69, p.5) demonstrates that children learn very little to do with the adults that they are to be in constant contact with in the outside world in schools. These results in children being ill prepared for the outside world even after their learning process has been concluded. Holt (1969, p.5) suggests that students are taught to work in isolation while on the outside world; they are expected to work in cooperation. These discrepancies are created by schools and as such, they would not exist if children did not have to go to schools. Schools are greatly credited with teaching children about the acceptable behavior in society. It is in the school institute that little boys and girls are socialized into becoming proper members of the society. Hallinan (2006, p.399) suggests that without schools, it would be hard to instill social values into people and as such, the society would be dysfunctional at best. Considering the fact that a harmonic existence with other members of the community i s mandatory for the advancement of our civilization, schools play a significant role in community and cannot be forfeited.Advertising We will write a custom essay sample on School is bad for Children specifically for you for only $16.05 $11/page Learn More While this argument does make a good point in that learning of social norms is important for the well being of the society, the argument negates the fact that the socialization process in children is not restricted to schools. From an early age, the parents of the child teach it of the acceptable practices such as respecting your superiors and being agreeable. Schools are therefore not the only forum through which children can be socialized and it is possible to form a harmonic society without the presence of schools. The educational system of a society is fundamental for the development and ultimate advancement of the entire community. The school system has a significant impact on the economic and so cial outcome of a country. Proponents of schools advance that without the schooling system, we would still be stuck in a primitive society since it is schools that are credited for some of the most novel inventions such as the discovery of electricity, radio communications and in the recent past, the invention of computers. However, this is a flawed argument since Great ancient civilizations such as the Mayans and the Egyptians were produced without any schooling. The renowned scholar Kappa (1991, p.14) declared that great civilizations grow by exchanging ideas, art and technology with other civilizations. This exchange needs not occur in the confines of schools as policy makers and educators have led us to believe. As such, it is conceivable that a great civilization can be built without the need for the formal schooling system which has been assumed to be the very base of our great modern civilization. This paper set out to argue that schools are bad for children. To reinforce thi s assertion, this paper has demonstrated the many issues that are as a result of schools. Social vices that children pick up at school have been highlighted. In addition to this, schools have been demonstrated to be a waste of time for children who could otherwise be engaging in useful works. This paper has also demonstrated that schools do not effectively prepare children for the outside world. From this paper, it is clear that the overemphasis on schools by our society is unwarranted. This is because schools are not the only avenue though which children can learn and become productive members of the society. As such, schools are should be abolished since they have an adverse effect on children. References Hallinan, T. M. (2006). Handbook of the Sociology of Education. NY: Springer.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Holt, J. (1969). School is Bad for Children. Saturday Evening Post. Kappa, P.B. (1991). The American scholar, Volume 60. Virginia: United Chapters of Phi Beta Kappa Rustigan, M. (2010). Is a college Degree Necessary? The LA Times. Retrieved from: https://www.latimes.com/ This essay on School is bad for Children was written and submitted by user Nehemiah G. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.